Brief Summary
In 1994, Erin Gruwell began teaching at-risk students in Long Beach, California, at Woodrow Wilson High School. The school experiences racial tensions, which are exacerbated by the Los Angeles riots; hence, Erin faces challenges in engaging her students who belong to rival gangs and are often involved in fights (LaGravenese, 2007). As a result, a tragic event unfolds when a Hispanic student’s boyfriend accidentally kills a Cambodian refugee’s friend – this becomes a court case where a student, Eva, has to testify, worsening the conflict.
Group Analysis
Organizing the Group: Erin Gruwell’s Approach
Erin Gruwell organized the group using unconventional teaching methods to connect with her students. For instance, she introduced lessons on the Holocaust to teach empathy and the dangers of prejudice, whereas the ‘line game’ she initiated showed students their shared experiences, which reduced barriers among them (LaGravenese, 2007). In addition, composition books became tools for students to express and document their lives. She also sacrificed personal time and resources to purchase books and fund student activities.
The Purpose Behind “The Freedom Writers”
The purpose behind the group, the ‘Freedom Writers,’ is that Erin aimed to empower her students through writing. The name ‘Freedom Writers’ symbolized their journey from oppression to self-expression; hence, she believed that sharing their stories would give them a voice and challenge societal prejudices. In other words, students could reclaim their narratives and advocate for change through such an initiative.
Identifying the Subgroups in Erin Gruwell’s Classroom
Erin’s classroom was comprised of students from different ethnic backgrounds: Hispanics, African Americans, Cambodians, and Whites; however, many students identified with particular gangs or rival groups, which made the classroom interactions more complicated (LaGravenese, 2007). The given affiliations often led to misunderstandings, conflicts, and rivalries within the classroom.
Diversity in the Classroom: Social-Cultural Characteristics of Subgroups
The Hispanics, such as Eva Benitez, often faced challenges tied to gang associations, whereas Cambodian students – Sindy Ngor – carried the trauma of refugee experiences. In addition, African American students confronted societal prejudices, as seen with Grant Rice’s altercation at the store; however, White students, such as Ben Samuels, also represented a minority in the class (LaGravenese, 2007).
Discrimination and Oppression: The Impact of Social-Structural Conditions
It should be noted that the latter had their own set of preconceptions. In the case of the social-structural conditions, the students’ community had undergone significant changes due to voluntary integration, which led to increased racial tensions. For instance, there were Los Angeles riots, and such events further exacerbated these divisions by leaving an impact on students (LaGravenese, 2007). In essence, economic challenges and the prominence of gang culture heavily influenced their daily lives and perspectives.
Eva Benitez faced inner turmoil during Grant’s trial since she was pressured to lie for her community’s sake. Another example is the fact that Sindy Ngor, as a Cambodian refugee, not only faced cultural adjustments but also the tragic loss of a friend due to racial conflict. African-American student – Grant Rice – often faced immediate suspicion and prejudice, which is why he was wrongfully arrested (LaGravenese, 2007).
Ecosystem Analysis of the Group in Relation to Its Members
The ecosystem analysis of the group reveals that society often viewed Erin’s students through the lens of stereotypes by associating them with violence or apathy. Such societal prejudices influenced their self-perception and hindered their potential; however, Erin’s leadership approach transformed these perceptions, revealing the potential within each student. As a result, the environment of trust she cultivated reshaped the students’ self-worth; for example, they became more motivated and empowered (LaGravenese, 2007). Over time, the positive changes within the group membership started to have a significant effect since, for instance, it influenced the larger community’s perception and broke long-held stereotypes.
Reference
LaGravenese, R. (2007). Freedom writers [Film]. Paramount Pictures.